Loading in 2 Seconds...
Loading in 2 Seconds...
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Chapter 8:How Can We Become Better Questioners? Committing to Continuous Professional Development Presented by: Melinda Knott, Fran Smith and Tesia Wilson
Magnificent mentors, • Welcome to our Professional Learning Session on Quality Questioning. We have many exciting and engaging information to present today. Before we begin this presentation, we would like to suggest a few professional norms; • Please silence your cell phone. • Please refrain from using technology devices unless taking notes.
Learning Outcomes: • Identify strengths in the area of classroom questioning • Identify priority areas for growth in this area
Are you going on the beach trip? • The Cole Mentors are going on a trip to the beach. Name one thing you would take on the beach if you were invited to come along.
Offer Feedback During Questioning • Students may hear silent gaps during delivery. Students process speed of sound at different rates. When you ask them a question don’t assume they weren’t paying attention. The student may not have been able to make sense of the lesson. Stay with the student when you ask questions. Lead them by giving prompts until they reach the correct answer. Ask the question in more than one way. This will allow the student to feel successful and confident.
Chapter Overview • “Chapter 8 invites the reader to reflect on behaviors associated with questioning and to identify your strengths---or areas in which your current performance matches what research identifies as best practices.” (p. 160)
Research shows: • Wait Time: Silence can be golden! Wait time promotes student thinking and foster more students’ formulating answers to more questions. Pg .14 • Higher-Level Questioning: Teachers should purposefully plan and ask that require students to engage in higher-level thinking. Teachers should also help students become familiar with the different levels of thinking and help them be aware of the kind of thinking required by the question. Pg. 13
Timed Pair Share • When the music starts put your hand up, when the music stops Pair up. • Share with your partner your question and respond. Then switch roles with your partner. • Repeat